The current issue presents texts that we hope will help educators more deeply understand the meaning and responsibility of curriculum in our schools and the wider community.
LEARNing LandscapesTM is an open access, peer-reviewed, online education journal supported by LEARN (Leading English Education and Resource Network). Published in the autumn and spring of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices.The material in each publication attempts to share and showcase leading educational ideas, research and practices in Quebec, and beyond,by welcoming articles, interviews, visual representations, arts-informed work and multimedia texts to inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.
In this current issue, Debbie has published an article entitled, The Situation of Parents in the Curricular Commonplaces: A Place of Equal Rank? While Schwab asserts that a balance between all four of the curricular commonplaces is important in teaching, Debbie argues that attention to milieus, particularly in relation to parents and families (rather than schools or classrooms), is largely being omitted in teacher education curriculum. Her article explores how a teacher education curriculum attending to the positioning of parents helped interrupt one teacher’s story of parents. Her article challenges us to consider who is rendered in/visible, who is in/validated, who finds schooling an educative process – and who is/does not – in the dominant plotline of parents as outsiders to curriculum. You will find her article beginning on p. 139.
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